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Modelo M2P: Uma proposta teórico-prática para a personalização da aprendizagem no ensino a distância
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| 21.37 MB | Adobe PDF |
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Abstract(s)
A rápida expansão do Ensino a Distância (E@D), impulsionada pela transformação digital, tem colocado em evidência o dilema entre padronização e personalização, dificultando a construção de experiências de aprendizagem centradas no estudante. Esta investigação tem como objetivo desenvolver e aplicar um modelo teórico-prático que funcione como ferramenta para a personalização da aprendizagem no E@D. Para isso, este estudo propõe o Modelo M2P, articulado através da integração entre uma matriz analítica e um blueprint de serviços adaptado com a inclusão de uma raia dedicada às oportunidades de personalização, de modo a mapeá-las em jornadas de cursos a distância. A metodologia adotada combina “pesquisa para o design”, dedicada à construção do modelo teórico-prático, e “pesquisa através do design”, desenvolvida por meio de um workshop colaborativo com profissionais da área educacional e de um questionário para sistematizar suas perceções. Os resultados revelam que o modelo proposto favorece a identificação de oportunidades de personalização e estimula a cocriação de estratégias, embora demande maior clarificação conceitual em sua matriz analítica. Conclui-se que a adaptação do blueprint de serviços ao E@D contribui para enfrentar os limites da padronização, promovendo experiências formativas mais inclusivas e alinhadas às necessidades dos estudantes, além de oferecer subsídios práticos para instituições que buscam equilibrar escalabilidade, eficiência e personalização na educação.
The rapid expansion of Distance Learning (DL), driven by digital transformation, has highlighted the dilemma between standardization and personalization, hindering the development of student-centered learning experiences. This research aims to develop and apply a theoretical-practical model that serves as a tool for personalizing learning in DL. To this end, this study proposes the M2P Model, articulated through the integration of an analytical matrix and an adapted service blueprint, including a lane dedicated to personalization opportunities, to map them into distance learning journeys. The adopted methodology combines “research for design”, dedicated to building the theoretical-practical model, and “research through design”, developed through a collaborative workshop with education professionals and a questionnaire to systematize their perceptions. The results reveal that the proposed model favors the identification of personalization opportunities and stimulates the co-creation of strategies, although it requires greater conceptual clarification in its analytical matrix. It is concluded that adapting the service blueprint to DL contributes to addressing the limits of standardization, promoting more inclusive training experiences aligned with students needs, in addition to offering practical support for institutions seeking to balance scalability, efficiency, and personalization in education.
The rapid expansion of Distance Learning (DL), driven by digital transformation, has highlighted the dilemma between standardization and personalization, hindering the development of student-centered learning experiences. This research aims to develop and apply a theoretical-practical model that serves as a tool for personalizing learning in DL. To this end, this study proposes the M2P Model, articulated through the integration of an analytical matrix and an adapted service blueprint, including a lane dedicated to personalization opportunities, to map them into distance learning journeys. The adopted methodology combines “research for design”, dedicated to building the theoretical-practical model, and “research through design”, developed through a collaborative workshop with education professionals and a questionnaire to systematize their perceptions. The results reveal that the proposed model favors the identification of personalization opportunities and stimulates the co-creation of strategies, although it requires greater conceptual clarification in its analytical matrix. It is concluded that adapting the service blueprint to DL contributes to addressing the limits of standardization, promoting more inclusive training experiences aligned with students needs, in addition to offering practical support for institutions seeking to balance scalability, efficiency, and personalization in education.
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Keywords
Ensino a distância Aprendizagem personalizada Inovação Design de serviços Blueprint de serviços